Society for Research into Higher Education      Annual Conference 2007, 11-13 December,      Brighton, Sussex
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Home  /  Proposal - Call For Call For Proposals The deadline for submission of proposals is 5 August 2007 Proposals for papers and contributions on any aspect of higher education policies, processes, and practices, nationally or internationally, should state which of the research domains below fits most closely with the content of the presentation. These research domain descriptions are illustrative of the main issues this conference aims to address: they are not intended as exclusive. Contributors should relate their submissions to the conference theme and explore their research findings in the context of reshaping student experiences, systems and structures, or comparative, social and cultural variations and global or transnational developments. All proposals will be peer reviewed by appointed assessors with appropriate knowledge and expertise for each research domain. Proposals are invited for Individual Papers, Sympisia, Roundtables and Poster Sessions. Research Domains   RESHAPING ACADEMIC PRACTICE, WORK AND CULTURES   RESHAPING STUDENT EXPERIENCES   HIGHER EDUCATION POLICY; MANAGEMENT, LEADERSHIP AND GOVERNANCE   LEARNING AND TEACHING IN POST-COMPULSORY & HIGHER EDUCATION   QUALITY ASSURANCE AND ASSESSMENT RESHAPING ACADEMIC PRACTICE, WORK AND CULTURES Proposals which focus on how academic work, culture or practice are changing or being re-shaped in response to contemporary forces affecting higher education are encouraged. These may include: emerging patterns of academic work; shifting boundaries between academic, and learning support and academic management roles; re-shaping of academic values in relation to teaching, research and scholarship; changing relationships between academics and students or academics and managers; reconciling the tensions between sources of fragmentation in academic life; changing shape and character of academic identities   Top RESHAPING STUDENT EXPERIENCES Proposals should address the genuinely open research question of whether there is any longer, or ever was a normative notion of 'the student experience' in the culture of higher education. We invite contributions which investigate what is learnt (both formally and informally) rather than what is taught; place this in the context of various learning cultures at socially polarizing institutions where different students develop different knowledges and skills represented by qualifications subsequently differentially ranked by employers; go beyond measures of 'student satisfaction' and 'enhancement'; afford opportunities for synergy in research and opinion with impact on other researchers, student and academics; examine student experiences in the context of students' contrasted commitments to academic work, employment, domestic labour and 'free' time in which living at home or away may be crucial; and examine and explore the impact on student experiences of emerging divergences in different models of higher education nationally and internationally.   Top HIGHER EDUCATION POLICY; MANAGEMENT, LEADERSHIP AND GOVERNANCE Proposals should aim to address the reshaping of higher education institutions, systems, activities (research, teaching and third stream ) and identities through a focus on policy, management and/or governance, including relationships between higher education, the state and markets; between higher education policy, management and social justice: hierarchies, inequalities, opportunities; redefining higher education: new purposes, knowledges, identities, Activities; reshaping the spaces and places of higher or university education, developing trends in higher education policy or how transnational, global and international forces have shaped different higher education systems and diverse forms of quality assurance and audit.   Top LEARNING AND TEACHING IN POST-COMPULSORY & HIGHER EDUCATION Proposals should ain to engage with how post-compulsory and higher or university education are being re-shaped, reorganised and blended into new forms of post-compulsory teaching and learning practice, delivery and management, including around the themes of widening participation to higher education and how this influences pedagogies and practices. These are the potential parallel streams central to this research domain: Research on social diversity and difference (including social class, race, ethnicity, disabilities and sexualities) as issues influencing the reshaping of higher education disciplines, subjects and how they are taught. Similarly these questions may affect post-graduate work and the practices of teaching and learning for and within universities. What are the relationships between research training and teaching and learning for academic practice? How does social diversity impact upon changing pedagogies? The re-shaping of institutional status and educational provision in response to policy directives across the sectors, or formal, informal and e-learning provision, new networks, partnerships, changing structures and leadership models emerging in the 'gaps' between the sectors. Global contemporary forces of educational change may influence the boundaries between institutions and sectors in dynamic ways in an era of mass expansion of higher education and the proliferation of new systems of learning. Lifelong learning, vocational, technical and/or adult education or comparative approaches examining social, cultural and economic diversity; communities of practice and incentives for, barriers to and tensions about changes in post-compulsory education and changing practices within higher education about teaching and learning for higher education and beyond, such as graduate training and research on doctoral education.   Top QUALITY ASSURANCE AND ASSESSMENT Quality assurance (QA) in its widest meaning includes a range of purposes; accountability, audit, control, compliance and improvement/enhancement. Proposals which identify either the impact that the range of QA approaches have had on Higher Education (using research evidence) or the reshaping of the relationship between quality and learning as the approach shifts from an accountability-based QA to an improvement-linked QA, and which transcend institutional boundaries and methodological studies from a phenomenological or critical-dialectical epistemological perspective are welcome.   Top

August 5, 2007 Closing Date for Conference Submissions September 7, 2007 Closing Date for Postgraduate and Newer Researchers Conference Submissions October 31, 2007 End of Early Bird registration discount